Understanding mobile phone requirements for young adults with cognitive disabilities

Dawe, Melissa

doi:10.1145/1296843.1296874

Cited by 35 publications

(18 citation statements)

References 6 publications

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“…impaired users, who have declines in divided attention, and ageing people, who have declines in processing capabilities (Czaja et al 1998, Newell et al 2003, Dawe 2007. Further, stress is an additional factor which may adversely affect a cognitively disabled user.…”

Section: Cognitivementioning

confidence: 99%

“…As switch interfaces are targeted for users who can just perform simple movement, they are not suitable for small device users who usually can produce many input signals. Predefined texts or graphical icons (S30) can help users to speed up text editing (Majaranta and Ra¨iha¨2002), and have the additional advantage of helping cognitively impaired users who have learning or language impairments to interact with computers (Newell et al 2003, Dawe 2007) more efficiently. From a situational perspective, it may be helpful to use these solutions on small devices and thereby provide predefined messages and patterns to improve data entry speed.…”

Section: Similar Solutions?mentioning

confidence: 99%

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Mobile device impairment … similar problems, similar solutions?

Harper

Yeşi̇lada

Chen

2011

Behaviour & Information Technology

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Previous studies have defined a new type of impairment in which an able-bodied user's behaviour is impaired by both the characteristics of a device and the environment in which it is used. This behavioural change is defined as a situationally-induced impairment and is often associated with small devices used in a mobile setting or constrained environment. Relatively little is known of its extent or the magnitude of the problems faced by the user. Here, we place the work that has been undertaken into a comparative framework of impairment in the context of data input. Our survey finds that 12 problems exist which define all impaired input and we look to understand the similarities and possible solutions in the new impairment group of small device users. For instance, from the literature, we find that users who are both situationally and motor impaired: press keys more than once, do not use enough force and so a key is not activated, and accidentally type keys in reverse order. A wealth of other errors exist in the motor impaired domain but work does not exist to support their existence in the situational domain. However, if commonalities exist for some -it seems work should be enacted to uncover the commonalities of all. Establishing these possible commonalities is important because solutions from one domain can be leveraged into another thereby saving the need to reinvent interventions which already exist elsewhere.

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Section: Cognitivementioning

confidence: 99%

Section: Similar Solutions?mentioning

confidence: 99%

Mobile device impairment … similar problems, similar solutions?

Harper

Yeşi̇lada

Chen

2011

Behaviour & Information Technology

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“…These studies support that technology can help people with disabilities since applications can be adapted to the needs of users. However, the knowledge of how ICTs have influenced them is limited [1]. Therefore, it is necessary make an effort both in obtaining this group of users' characteristics and in understanding how we could incorporate this knowledge to adapt the technology to their needs.…”

Section: Motivationmentioning

confidence: 99%

Benefits of Combining Multitouch Tabletops and Turn-Based Collaborative Learning Activities for People with Cognitive Disabilities and People with ASD

Roldán-Álvarez

Márquez-Fernández

Rosado-Martín

et al. 2014

2014 IEEE 14th International Conference on Advanced Learning Technologies

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Learning technologies offer new opportunities to people with disabilities to develop their autonomy and independence. This paper shows how multitouch tabletops support collaborative learning activities for people with cognitive disabilities and people with ASD. We report two educational experiences that have been set up in different contexts. The first one involved 52 students with cognitive disabilities learning musical instruments collaboratively. In the second one, 8 students with ASD worked in pairs focusing on activities related to theory of mind and daily life situations. The main finding is that the students' awareness of other students' actions is increased when they were performing the activities by turns in both experiences. This gives another perspective on the use of these devices as learning tools which have been mainly devised for simultaneous interactions.

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“…A process was developed to involve young adults with cognitive disabilities in the design of accessible communication systems to increase their independence [2].…”

Section: Previous Literaturementioning

confidence: 99%

Designing with children with severe motor impairments

Hornof

2009

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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Children with severe motor impairments such as with disabilities resulting from severe cerebral palsy benefit greatly from assistive technology, but very little guidance is available on how to collaborate with this population as partners in the design of such technology. To explore how to facilitate such collaborations, a field-based participant observation study, as well as structured and unstructured interviews, were conducted at a home for children with severe disabilities.Team-building collaborative design activities were pursued. Guidelines are proposed for how to collaborate with children with severe motor impairments.

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Understanding mobile phone requirements for young adults with cognitive disabilities

Cited by 35 publications

References 6 publications

Mobile device impairment … similar problems, similar solutions?

Mobile device impairment … similar problems, similar solutions?

Benefits of Combining Multitouch Tabletops and Turn-Based Collaborative Learning Activities for People with Cognitive Disabilities and People with ASD

Designing with children with severe motor impairments

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